Skoe, E., Krizman, J., & Kraus, N. (2013). The impoverished brain: Disparities in maternal education affect the neural response to sound. The Journal of Neuroscience 33(44), 17221-17231.
Skoe, E., Krizman, J., & Kraus, N. (2013). The impoverished brain: Disparities in maternal education affect the neural response to sound. The Journal of Neuroscience 33(44), 17221-17231.
Skoe, E., Krizman, J., & Kraus, N. (2013). The impoverished brain: Disparities in maternal education affect the neural response to sound. The Journal of Neuroscience 33(44), 17221-17231.
Park, Y., Xu, Y., Collins, P., Farkas, G., & Warschauer, M. (2019). Scaffolding learning of language structures with visual‐syntactic text formatting. British Journal of Educational Technology, 50(4), 1896-1912.
Williford, A. P., Vick Whittaker, J. E., Vitiello, V. E., & Downer, J. T. (2013). Children's engagement within the preschool classroom and their development of self-regulation. Early Education and Development, 24(2), 162-187.
Alexander, P., Kulikowich, J., & Schulze, S. (1994). How subject-matter knowledge affects recall and interest. American Educational Research Journal, 31(2), 313-337.
By creating patterns and supporting multimodal engagement, new knowledge such as vocabulary, narrative structures, or classroom processes can be more readily encoded and retrieved in Long-term Memory while promoting engagement.
Cohen, J. (2001). Social and emotional education: Core concepts and practices. In J. Cohen (Ed.), _Caring classrooms/intelligent schools: The social emotional education of young children _(Chapter 1). New York: Teachers College Press.
Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162-184.
Some ways they can do that include:
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